Science Grades 6-8: Part 2 of 3: Life SciencePage 1 of 4

SCIENCE: Part 2 of 3: LIFE SCIENCE Grades: 6-8

I. Structure and Function in Living Systems

Learning Outcomes

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Teaching / Learning Strategies

Refer to the Diocesan Health Curriculum Guidelines for additional topics.
The student can:
  1. Explain the development of the Cell Theory emphasizing how the body of science builds over time.
  2. Describe the interrelationship between science and technology through the study of the evolution of the microscope and/or other technologies.
  3. Create and interpret diagrams or models of plant and animal cells, identifying the major organelles and the function of each (nucleus, cytoplasm, cell membrane, cell wall.)
  4. Arrange and give examples of the five levels of organization within a multicellular organism (cell, tissue, organ, system, organism).
  5. Classify living organisms by similarities in structure according to the currently accepted classification system.
  6. Describe the relationship between cellular respiration and photosynthesis.
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  • Create a rubric that guides students to write & perform a skit about a meeting of scientists that have been studying cells. Have their characters describe what they have seen, the equipment they have used and any conclusions they have come to.
  • Have students suggest names and functions for the various parts of a microscope. Compare to reference with actual names and functions.
  • Students prepare, examine and draw plant (Elodea, onion) and animal (cheek?) cells.
  • Use a dichotomous key.

Resources

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Assessment

Microscopes (ideally a class set)
Prepared slides & slide-making materials /

Perform a play that shows scientists’ investigations related

to the cell theory.

Prepare microscope slide(s)

Demonstrate proper use of a microscope
Label model of an animal and a plant cell.
 Use a dichotomous key.
Lab report on self- designed experiment
Using reference materials, students construct model of DNA
II. Population Diversity and Ecosystems
Learning Outcomes / Teaching / Learning Strategies
  1. Illustrate how producers, consumers and decomposers interact with each other to cause energy, beginning with sunlight via photosynthesis, to be transferred through a food web.
  2. Analyze the interrelationships between organisms including competitive, mutually beneficial, predator-prey and parasite/host relationships.
  3. Predict how populations respond to changes in conditions and/or interactions among organisms (including the actions of humans).
  4. Relate genetic variation to a species’ survival.
  5. Explain the theory of evolution using data from the fossil record and other evidence.
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  • Distribute organism cards to students and have them create food webs
  • Students participate in a population simulation

Resources
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Assessment
III. Reproduction and Heredity
Learning Outcomes / Teaching / Learning Strategies
  1. Recognize the structure, function and replication of DNA.
  2. Explain the fundamental connections among heredity, DNA, genes, and chromosomes.
  3. Design an investigation to study genetic variation within the classroom population (such as tongue rolling, attached earlobes, etc.)
  4. Construct a family tree (of actual or hypothetical people) to demonstrate the inheritance of a specific trait.
  5. Explain the differences between sexual and asexual reproduction.
  1. Debate some of the pros and cons of genetically engineered food.
  2. Describe the history of genetics.
/ Discuss individual differences and lead students to design an experiment where they measure human anatomy (ex. Height, foot length) and discuss the observed differences.
Resources
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Assessment
  • Lab report on self-designed experiment
  • Using reference materials, students construct a model of DNA

IV. Regulation and Behavior
Learning Outcomes / Teaching / Learning Strategies
  1. Describe the difference between innate and learned behavior.
  2. Explain, using examples, how behavioral changes help organisms survive changes in the environment.
  3. Link behavioral changes to evolutionary adaptations
  4. Analyze the advantages and disadvantages of social behaviors.
  5. Give examples of how organisms maintain internal conditions while being exposed to changing external environments (maintain homeostasis.)

Resources
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Assessment
V. The Human Body
Learning Outcomes / Teaching / Learning Strategies
  1. List and give the function of the different human body systems.
  2. Explain the importance of interactions between systems.
  3. Relate diseases to the malfunction of organ systems.
  4. Explain the importance of a healthy lifestyle to the prevention of disease. (topics could include exercise, nutrition, drugs/alcohol, environmental health.)

Resources

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Assessment

Science Curriculum Guidelines Catholic Curriculum Project of New England: Diocese of Fall River May 2006